|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Presentation Students will give a presentation about an aspect of the material discussed in class. 10 Minutes||30%|
|Semester Assessment||Portfolio Two assignments discussing the material covered in the course. 3000 Words||70%|
|Supplementary Assessment||Presentation Students will give a presentation about an aspect of the material discussed in class. 10 Minutes||30%|
|Supplementary Assessment||portfolio Two assignments discussing the material covered in the course. 3000 Words||70%|
On successful completion of this module students should be able to:
Demonstrate knowledge of the key principles associated with efforts to reverse language shift.
Express informed opinions on contemporary debates in language revitalisation scholarship.
Understand the historical patterns typically responsible for driving language minoritisation.
Describe the steps needed for the preparation of and implementation of language revitalisation plans.
Students will learn what is meant by concepts like “language death”, “linguistic justice” and “diglossia”, as well as how and why language shift takes place and what can be done to reverse this process.
In addition to gaining an understanding of such key issues, a range of case studies will be examined, including examples such as the Basque Country, New Zealand, indigenous languages in North America, etc.
To provide students with an understanding of key aspects of language revitalisation policy and to introduce them to some examples of good practice from various cases around the world.
The link between language revitalisation and sustainable development
Developing an economy that supports threatened languages
The importance of minority language media
The roll (and limitations) of the education system
The relevance of “new speakers”, those who learn the target language as adults
Common approaches and methodology used to develop language revitalisation plans
Examples of successful interventions used around the world, such as the “master-apprentice programme” or “language nests”
Corpus planning – ensuring terminology for modern concepts is developed in our languages
|Skills Type||Skills details|
|Adaptability and resilience||This course will help students further develop their time and workload management skills, and give them additional experience at undertaking independent research.|
|Co-ordinating with others||Students will work in small groups to come up with creative responses to various example problems relating to language policy.|
|Creative Problem Solving||Students will be asked to respond to the challenges facing various linguistic minorities and to undertake independent research for class discussions and essays.|
|Critical and analytical thinking||Analysing the needs of threatened linguistic communities will be a key skill taught in this module. Students will also be expected to critically engage with contemporary debates in language revitalisation.|
|Digital capability||Students will make use of a number of Digital Humanities resources, including databases of text and video.|
|Professional communication||Students will be required to contribute to discussions in class and to present their thoughts in writing.|
|Real world sense||This course will develop a skill set which aligns with the most pressing needs of imperilled language communities. In addition to examining examples of best practice from language revitalisation movements around the world, students will learn about the need for language planners to effectively prioritise the types of policy interventions most urgently needed in a threatened language community.|
|Reflection||Students will reflect on feedback from the lecturer and on commentary from their peers during group discussions, and to analyse specific texts and case studies.|
This module is at CQFW Level 5